A Study of Vocational and Professional Education and Training (VPET) Students’ Online Learning Experience during the Outbreak of Pandemic

During the outbreak of COVID-19, schools at all levels were closed and face-to-face classes were cancelled. The stagnation was considered as the most impactful in human history. Surprisingly, the incident also revealed that the education sector was most vulnerable and yet resilient. Schools that have been implementing e-learning/online learning/blended or flexible learning prior to the pandemic mostly survived and were able to adapt to the new normal while those heavily relied on face-to-face classes delivery suffered the most. Readiness and responsiveness were the two key factors for educational institutions to survive. Readiness here included not merely the preparation of e-learning and teaching resources but also the stakeholders’ learning and teaching practices, habits and willingness. Schools’ timely responses and decision making on the changes of policies, curricula, timetabling as well as choosing the appropriate learning and teaching platforms were equally important. This study looked specifically into one of Hong Kong largest vocational and professional education and training (VPET) institute’s learning and teaching policy and students’ online learning experience in response to the outbreak of the pandemic. The institute also experienced the closed down of campuses and classes suspension due to the social unrest in Hong Kong in 2019. This paper first reviewed the contingency policy followed by a study on the implementation of online learning and teaching activities during the pandemic. A questionnaire survey was then conducted to 1,381 full-time and 193 part-time students on their online learning experience for the enhancement of the online learning and teaching practices and future planning. Results of the study showed that online learning experience varied amongst students from different learning programmes. This study also found that part-time students had a more satisfying online learning experience and were more adaptable to online learning than full-time students. Findings also revealed that clarity and sufficient guideline in using online learning platform and learning materials, enhancement of online assessment as well as guidance, support and feedback from teachers were the salient points to be addressed.